Integrative approach to the study of personal sense of loneliness experienced by adolescent school students with different types of self-regulation

2020 ◽  
pp. 235-258
Author(s):  
Vasilii V. Belov ◽  
Anna V. Redina
Keyword(s):  
Self Regulation ◽  
Integrative Approach ◽  
School Students ◽  
Different Types

Development of reading comprehension from middle childhood to adolescence

2013 ◽  
Vol 16 (2) ◽  
pp. 208-240 ◽  
Author(s):  
Dafna Kaplan
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Middle Childhood ◽  
Text Comprehension ◽  
Expository Texts ◽  
Integrative Approach ◽  
School Students ◽  
Adult Participants ◽  
Different Types ◽  
The Impact

The study considers the impact of cognitive development and discourse-based factors on the ability to understand different types of written texts from middle childhood across adolescence. Reading comprehension was examined by responses to four types of questions — literal, inferential, integrative, and metatextual — based on narrative and expository texts assigned to monolingual Hebrew speakers at four age-schooling levels (4th, 7th, 11th graders, and adults). Distributional analyses revealed higher scores on comprehension of narrative compared with expository texts in the two younger groups, with comprehension continuing to improve in both genres up to 11th grade and responses of high-school students close to those of the adult participants. Qualitative evaluations of responses to the different types of questions revealed progression from a superficial grasp of basic information to in-depth interpretation of the text as a whole, with more advanced reading comprehension manifested by the ability to combine an integrative approach to text comprehension with attention to specific details and to process information from diverse points of view.

scholarly journals Study of Aspects Facilitating «Lifelong Learning» Competence Development in High School Students

2019 ◽  
Vol 11 (2) ◽  
pp. 180
Author(s):  
Olga Matvieieva ◽  
Nataliia Ovcharenko ◽  
Anna Korchagina ◽  
Olena Kuznetsova ◽  
Valentyna Grineva
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Lifelong Learning ◽  
Self Regulation ◽  
Competence Development ◽  
Diagnostic Assessment ◽  
School Students ◽  
Different Types ◽  
Learning Competence

The “lifelong learning” competence is considered in the article as an integrated ability of an individual, incorporating knowledge, skills and habits  that students acquire during schooling, as well as certain qualities that ensure their readiness for further learning, socialization and personal growth. Success-oriented motivation and success in learning are determined as the essential prerequisites for the “lifelong learning” competence development in high school learners. The article presents the results of an empirical study of the correlation between success-oriented motivation, high school students’ academic self-regulation and their success in learning. The experimental assessment was carried out in two different types of institutions of secondary education (the general secondary school, the lyceum). To carry out the diagnostic assessment of 9th grade students (n = 134, age 13–15 years) the adaptation of the method of motivating students to achieve success, the method of «Academic self-regulation» and  the  technique of hubristic motivation diagnostic assessment were used. It has been determined that high level indicators of internalization and exteriorization are more evident in lyceum students, confirming their desire for self-development, self-improvement and self-education. The existence of direct correlation between the external regulation of learning activity and the motivation oriented to preventing failure, and between the internal motivation and success-oriented motivation has been proved.The peculiarities of the success-oriented motivation and academic self-regulation of high school students of different types of schools (general secondary school, lyceum) have been specified. The study has confirmed that the motives of the internal success-oriented motivation of high school students have a greater impact on their achievements in learning than the motives of external motivation and are more valuable for “lifelong learning” competence development.

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

scholarly journals Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Donna Wang ◽  
Marshall Hagins
Keyword(s):  
New York ◽  
Stress Reduction ◽  
Intervention Program ◽  
Self Regulation ◽  
Qualitative Evaluation ◽  
Future Research ◽  
Physical Conditioning ◽  
School Students ◽  
School Based ◽  
Barriers And Challenges

This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered.

scholarly journals Integrative approach to the development of professional qualities among cadets of the Special Forces Faculty of the National Guard Troops

2021 ◽  
Vol 49 (1) ◽  
pp. 172-190
Author(s):  
Irina A. Fedoseeva ◽  
◽  
Lyudmila N. Berezhnova ◽  
Roman A. Guscha ◽  
◽  
...  
Keyword(s):  
Professional Training ◽  
Control Method ◽  
National Guard ◽  
Self Regulation ◽  
Integrative Approach ◽  
Special Forces ◽  
Semantic Organization ◽  
Student’S T ◽  
Military Institute ◽  
The Military

Introduction. The study is relevant due to the fact that in the context of the use of special forces of the Russian Guard to counter the increased threat to Russia's national security from terrorist organizations, the problem arose of finding means to form a "new look" of a special forces officer. The question is raised about an integrative approach in the development of professional qualities of future officers of the special forces of the National Guard troops. Materials and methods. The experimental study involved 160 cadets of the Special Forces Faculty of the Novosibirsk Military Institute of the National Guard of the Russian Federation named after I. K. Yakovlev. The following methods were used: according to moral qualities (motivation for success, Ehlers methodology, value-semantic organization of a personality, methodology for studying the volitional organization of a personality (scale of value-semantic organization of a personality), according to psychological qualities (volitional self-regulation, the methodology by Zverkov and Ehidman, neuropsychic stability, Rybnikov's methodology "Forecast 2", readiness to take risks, Schubert's method), according to physical qualities (mastering professionally applied operations; the control method and testing were used to assess the level of development). The statistical analysis was performed using Student's t-test and Pearson's χ2 test. Results. By the fifth year of studying, as a result of implementing the program "Prospects for the optimal development of professional qualities among cadets of the Special Forces Faculty of the Military Institute of the National Guard Troops", most cadets show a significant increase in terms of the development of moral, mental, and physical qualities. In particular, statistically significant changes were revealed in: the level of neuropsychic stability (χ2 = 10.225; p < 0.01); the level of risk readiness (χ2 = 13.298; p < 0.01); the level of motivation for success (χ2 = 17.045; p < 0.001); development of the value-semantic organization of the personality (χ2 = 18.240; p < 0.001). Conclusion. The main direction of further research is to optimize the professional training of special forces officers, which will improve the level of professional training of a graduate of the Special Forces Faculty of the Military Institute of the National Guard Troops.

scholarly journals Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

2018 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero ◽  
Ana Belén Barragán ◽  
José Jesús Gázquez Linares
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Family Functioning ◽  
Aggressive Behavior ◽  
Adolescent Development ◽  
Negative Relationship ◽  
School Students ◽  
Different Types ◽  
Emotional Intelligence Inventory ◽  
The Relationship

Aggressive behavior in adolescence is influenced by a diversity of individual, family and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence and values for development of different types of aggression, as well as to establish profiles according to the predictor variables of aggression. To do this, a sample of 317 high school students aged 13 to 18 were administered the Peer Conflict Scale, the Family Functionality Scale, the Brief Emotional Intelligence Inventory for Senior Citizens and the Values for Adolescent Development Scales. The study showed that stress management, positive adolescent development and family functioning predominated in nonaggressive subjects with higher scores than aggressors. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values and family functioning. In addition, two different profiles were found. The first had low scores on all the variables, while the second profile had higher scores on all the variables except family functioning which was higher.

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